TY - JOUR
T1 - Addressing Literacy Needs of Struggling Spanish-Speaking First Graders
T2 - First-Year Results From a National Randomized Controlled Trial of Descubriendo la Lectura
AU - Borman, Trisha H.
AU - Borman, Geoffrey D.
AU - Houghton, Scott
AU - Park, So Jung
AU - Zhu, Bo
AU - Martin, Alejandra
AU - Wilkinson-Flicker, Sidney
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R305A160060 to American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2019, SAGE Publications Inc.. All rights reserved.
PY - 2019/7/1
Y1 - 2019/7/1
N2 - Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant.
AB - Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant.
KW - English language learners
KW - Spanish
KW - literacy
KW - randomized controlled trial
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U2 - 10.1177/2332858419870488
DO - 10.1177/2332858419870488
M3 - Article
AN - SCOPUS:85130694899
SN - 2332-8584
VL - 5
JO - AERA Open
JF - AERA Open
IS - 3
ER -